Professors from all over Croatia are starting programs on Self Management. In this 3 day workshop, funded by the European Union, they learned about content, trainer skills and training design.
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Gustaaf Vocking MSc MBA
Ø Master of Econometrics
Ø Bachelor of Business informaHon science
Ø Psychology and post Doc didacHc skills Ø ExecuHve MBA
Ø Entrepreneur since the age of 15 Ø Management Coach/Consultant/Trainer
Ø Leadership/CommunicaHons/Brain skills
Ø Managers/Professionals/Experts
Ø Europe & USA Ø >20 year management experience
Ø >10.000 (senior) managers, experts and students This project is funded by the European Union
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Underlying concept of the workshop
1. Understanding Self-‐management
2. Experience examples of Self-‐management training
3. Training Professional effecHveness through
ü Project management ü Time management ü Responsibility ü Flexibility ü ProacHvity
4. How to develop a Self-‐management training program
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Day 1: Competencies to develop
ü Project management ü Time management ü Responsibility ü Flexibility ü ProacHvity
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Day 2: The tripple A+ trainer
ü Effec%ve training ü AcHon learning ü AppreciaHve Inquiry ü AcHonable insights ü FacilitaHng learning ü MovitaHng parHcipants ü Dealing with resistance
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ü Effec%ve training design ü Design of curriculum components
ü Hands on experience
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Competencies to develop
ü Project management ü Time management ü Responsibility ü Flexibility ü ProacHvity
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The 7 Habits of Highly Effec4ve People
1. Be Proac4ve 2. Begin with the end in mind 3. Put first things first 4. Think win-‐win 5. Seek first to understand, then be understood 6. Synergize 7. Sharpen the Saw
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The 7 Habits of Highly Effec4ve People
1. Be Proac4ve 2. Begin with the end in mind 3. Put first things first 4. Think win-‐win 5. Seek first to understand, then be understood 6. Synergize 7. Sharpen the Saw
From dependence to independence
From independence to interdependence
From effectiveness to greatness This project is funded by the European Union
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“A man is but the product of his thoughts what he thinks, he
becomes.” Mohandas Gandhi
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“Would you tell me, please, which way I ought to go from here?” said Alice.
"That depends a good deal on where you want to get to," said the Cat.
"I don’t much care where," said Alice.
"Then it doesn’t matter which way you go," said the Cat.
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Do you spend most of your time on what is most important in
your life?
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The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.
The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.
The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.
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Pareto and the half work rule
Ø 20% of the Hme produces 80% of the work
Ø 80% of the Hme is spent on details…
Time
Effort
Technical work
Conceptual work
Ø Finished products do not want criHsism…
Ø Share your first idea for improvement and prevenHon
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Time distorHon
History Selec4ve memory
Future Hope based es4ma4on
Present ! Murphy: What can go wrong, will go wrong, at the least preferable moment.
! John Lennon: Life is what happens to you, while you are making other plans.
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Always say yes…!!!
Ø To the relaHonship Ø To your “first things” Ø … with your condi=ons
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ProacHve vs reacHve hip://youtu.be/o3Gu0dPc8TA Antonio Paraiso hip://youtu.be/gHCXcMfVfg8 Time Management hip://youtu.be/oTugjssqOT0 Achieving your childhood dreams, hip://youtu.be/ji5_MqicxSo
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The triple A+ trainer
ü Effec%ve training ü AcHon learning ü AppreciaHve Inquiry ü AcHonable insights ü FacilitaHng learning ü MovitaHng parHcipants ü Dealing with resistance
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Effec%ve training
ü Behavior focus ü Insight in current behavior
ü Observable behavior change
ü FacilitaHon focus ü MoHvate ü Confront ü Introduce
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1. unaware of incompetence 2. aware of incompetence 3. aware of competence 4. unaware of competence
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1. How happy are your to be in this course? è Mood
2. How much effort are you willing to put in? è Engagement
3. How likely is that you will recommend this course to others? è NPS
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1. unaware of incompetence 2. aware of incompetence 3. aware of competence 4. unaware of competence
Confront
Refle
ct
Introd
uce Inspire
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The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.
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The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.
The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.
The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.
The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.
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TransacHonal Analysis: Ego states behaviors + and -‐
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TransacHonal Analysis: Ego states cross interacHons
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TransacHonal Analysis: Ego states complementary interacHons
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TransacHonal Analysis: Ego states complementary interacHons
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TransacHonal Analysis: Ego states Ulterior interacHons
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Homework: study transacHonal analysis
• Study TransacHonal analysis 1. hip://youtu.be/nKNyFSLJy6o 2. hip://youtu.be/YOqJ4sc9TAc 3. hip://youtu.be/58F2qYyAzME
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The bigger the resistance, the greater your potenHal
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Homework: Change role model and resistance
ü Pick a famous person who you see as a role model for change
ü Study him/her for the resistance (s)he ran into and how (s)he overcame that
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ü Effec%ve training design ü Design of curriculum components
ü Hands on experience
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Designing a training (component): how not to do it
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Designing a training (component): goal & playing field
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Designing a training (component): Puxng it into schedule
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Personal management leadership Competencies to develop
ü Project management ü Time management ü Responsibility ü Flexibility ü ProacHvity
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ü Begin with the end in mind ü Goal ü Playing field
ü Focus on observable behavioral change
ü Facilitate learning for all ü Manage Hme ü Small steps…
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Training kit
ü Paper ware ü SHck on name tags ü Post-‐its ü A4 ü Cards ü Scissors ü Staplers ü Pen(cil)s
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ü Habits 1, 2 and 3 (Covey) ü Apply Triple A+ training ü Run a pilot course ü Help eachother ü Get outside help
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CerHficaHon levels of Triple A+ training
1. PracHHoner ü Has experienced the training
2. Trainer ü Has proven (s)he can effecHvely apply
Triple A+ training
3. Designer ü Has proven (s)he can effecHvely
design a Triple A+ training
4. Master ü P+T+D ü Has proven (s)he can effecHvely
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